AUTISM SPECTRUM DISORDER
F O U N D AT I O N , S U P P O R T S &
TECHNOLOGY
Saginaw Township Community Schools
Chantel Mozden
Amy Idzior
OUTCOMES
• foundation of what is Autism and Asperger’s Syndrome
• real life application for teachers to help students with ASD
through the use of technology for teaching strategies
• real life application to help students with ASD through the use of
technology for output of their knowledge
ALWAYS REMEMBER . . .
Students with Autism are people first! They may
have similar characteristics that qualify them for
Autism Spectrum Disorder, but they are still very
unique individuals who have their own
personalities. They are elementary kids, teenagers,
and young adults who go through the same
struggles with learning and development that
typical peers do. So, address their Autism, but also
understand sometimes they are just being a kid!
If you know a person with Autism, you know ONE
person with Autism. Not ALL Autism!
WHAT IS AUTISM AND ASPERGER’S
SYNDROME?
PDD
They are neurological disorders that impact
the brain’s ability to function properly.
Both fall under the umbrella of PDD
(Pervasive Developmental Disorder).
Autism Spectrum Disorder (ASD)
Asperger’s Disorder
PDD-NOS
“ASD”
Classic Autism
Asperger’s Syndrome (AS)
“High Functioning” Autism (HFA)
Neurotypical
AUTISM SPECTRUM CHARACTERISTICS
Differences in
socialization
Autism
Differences
in behavior
Differences in
communication
AUTISM 101
•EYE CONTACT: Understand the child does not need to
look at you to understand you. “Look at me” is not
appropriate.
• SENSORY & MOTOR ISSUES: Meet the child’s
sensory & motor needs ahead of time instead of waiting
for him/her to spiral out of control.
AUTISM 101
•OBSESSIONS: Incorporate the child’s obsessions into
his/her day instead of taking them away.
•PERSPECTIVE & RULES: Understand that sometimes
the “rules” do not make sense to them or that things make
sense to them because they have their own “rule” about
the issue. Write out in social stories what is expected
ahead of time.
People with Asperger’s are typically rule followers. They
may be rule orientated, but also seem to break the rules at
times because it makes sense to them. This makes them
pretty honest people (do not deliberately lie or break a rule).
When there is a behavior error, make sure they understand
the rules of the class vs their own perceptions on life.
“In autism, rules are fairly easy to learn, but not
easy to modify or apply flexibly.”
~Janice Janzen
RECEPTIVE VS EXPRESSIVE FOR CLASSIC & HFA
RECEPTIVE:
What you understand
when someone
communicates with you.
If a student cannot speak he
still may know what you are
saying to him.
(has receptive but
limited expressive)
EXPRESSIVE:
What you say or do to
express your thoughts.
If a student can speak he still
may not understanding
everything you are saying to
him. (has expressive but lower
receptive)
SPLINTER SKILLS
Most people have a similar range of ability in school subjects that
matches their IQ.
In Autism, people can have very low, average and very high
abilities in different subjects.
For example, they can read, but can’t do the comprehension tasks.
They can do long division, but can’t write a sentence or even say
if 8 is more than 3. Memorization vs application is a common
deficit in Autism.
LAST FEW CONCEPTS ON ASD
Struggle to generalize skills learned to a new task or environment
Need for predictability
Literal thinkers
Struggle with body language and hidden/social rules
There is a difference between a medical diagnosis of ASD and
school qualification to receive services under the ASD label.
A student can have a medical diagnosis of ASD from the DSM-V,
but still needs to meet the school REED criteria to receive
services.
DSM IV TO V (2013)
In the DSM-IV, there were sub areas listed, but under
DSM-V it is just called Autism Spectrum Disorder.
Under this system HFA (High Functioning Autism)
and Asperger’s would be under the same category,
but differ on:
Social
HFA
self-isolation
lack of interest
Asperger’s
interested, but atypical
or insensitive
Language
delayed, echo
precocious, pragmatic issues
one sided high interest topics
NOTE, IQ is:
wide range
average to very high
BRAIN RESEARCH
MRI studies show that
the part of the brain
which normally lights
up when a person
processes faces is
impaired in people
with ASD. Instead, the
area of the brain that
processes objects has
activity.
MRI Brain Scans conducted by Robert Schultz the director
of the Yale Developmental Neuroimaging Laboratory
Data from the Michigan Department of
Education indicates that in 1990, 1,208
children between the ages of birth to 26
identified with ASD were receiving special
education services, whereas by January
2013, 17,415 children were receiving
services under the ASD eligibility label.
ASD
NUMBERS
17,415
2013
WHY THE INCREASE?
Better diagnosis and awareness
Addition of Asperger’s Syndrome
Diagnostic substitution
Children who were previously diagnosed as having
an emotional impairment, ADHD, Schizophrenia or
other disability are now diagnosed with ASD.
More incidence of Autism
Changes in Public School and the Law
The increase in ASD eligibility in
schools is one reason we are servicing
more students in public schools.
More importantly, the changes in the
law have led to more students receiving
services in the general education
setting.
LEGAL FOUNDATION
IDEA (1997) and the Reauthorization of IDEA (2004)
ensure many opportunities for students with ASD
including:
 Opportunities for inclusion
 Access to the general education curriculum
 Positive behavior support plans, where appropriate
In addition, No Child Left Behind (2001) ensures that
there is accountability for student outcomes, and use of
instructional methods that are validated by scientific
research
These laws indicate the increasing need for a general and
special education partnership
GENERAL EDUCATION ACCESS
Placement versus Belonging
 The student with ASD should be supported
to be an active participant in the regular
education classroom
 We are ALL responsible for meeting the
student’s needs
 Special education is no longer a place.
CHANGE IN SERVICE DELIVERY MODEL
In the past we removed students from general education
for special education services: speech, social work,
resource room, etc. Now we realize that we need to
“push in” to support our students in the general education
setting.
- we can never replicate the great discussions
in the gen ed room
80/20
- the curriculum is THE curriculum
- RTI is changing how special education
offers supports
SPECIAL EDUCATION IS A SERVICE, NOT A PLACE!
CHANGE IN ADULT PERSPECTIVE
The law says the students need to be in their
least restrictive environment
There is an increase in the amount of children
with Autism in our communities and schools
So, we have to shift how we approach
teaching students with ASD!
IN THE PAST . . .
ANTECEDENT
what the child did
just before the
behavior issue
BEHAVIOR
inappropriate
behavior
CONSEQUENCE
adult’s reaction
or punishment
Focus
WAS
here
FRONT LOAD THE SYSTEM
ANTECEDENT
what the child did
just before the
behavior issue
what can adults do
to prevent
behaviors &
support the student
NEW
focus
BEHAVIOR
inappropriate
behavior
CONSEQUENCE
a consistent
response from
adult until
meeting again
TWO KEY GOALS
Socialization & Independence
Socialization: the ability to interact socially with others
Independence: the ability to do something on your own
TEACHER INPUT AND STUDENT OUTPUT
ACCOMMODATIONS & MODIFICATIONS
teacher  student
Teachers know the curriculum and find creative
ways to teach the student by:
*using alternative readings on the same
subject material
* technology and websites
* showing videos
* smaller group instruction
* use same materials but highlight important
sections
* guided practice format for math problems
* give page # where answers can be found
* math manipulatives
A NATURAL OUTCOME
The interesting part about accommodating
lessons for students with Autism is that ALL
students can benefit by the use of technology
when teaching a lesson. It is more work. It
also is a very effective way to teach that will
increase learning for all students.
24
AUDITORY VS VISUAL PROCESSING
People can do one cognitive task at a time.
Neurotypical people can process quickly to flip
between cognitive tasks and even multi-task.
People with ASD process much s-l-o-w-e-r. Because
they are typically visual learners (and really struggle
with auditory processing as well) making your
lessons as visual as possible is key!
VISUAL SUPPORTS
Simply put, visual supports are a way of
making auditory information visual.
Students with ASD are visual learners!
Schedule with Breaks
Before you start your awesome lesson, you NEED to
define for a student with ASD what the daily schedule
will be. Nothing you do can ever compete with their
own interests and anxiety over what is going to happen
next. So, letting them know how long they have to do
what you want before they get what they want will
help the lesson go better for all involved.
Schedules
P
To Do
schedules and mini-schedules
with scheduled breaks
OBSESSIONS
Schedule time into the day (coke example)
Use for reward if they earn tokens
Time to talk, research, read about their obsession
If a child has an obsession, great! If not, it is actually harder.
Social Stories by Carol Gray
• “I” statements
• positive format
• explain expectations
• use “sometimes” to cover variables
Power Cards
• use the “good” and “bad” characters from obsessions
• can combine with social stories to explain rules
• simple cards to visually remind basic idea of the social story
My Bathroom Story
SOCIAL STORIES
Sometimes I have to use the bathroom at school.
When I have to use the bathroom I will ask an adult
if I can go.
I walk to the boy’s bathroom.
I turn on the light and shut the bathroom door.
Then, I pull down my pants to use the bathroom.
I pull up my pants when I am done, and then I open the door.
I wash my hands to get back to work.
My pants only come down when I am in
the bathroom with the door shut.
I do not put my hands in my pants in class.
When I am done I get back to work.
I like following the rules!
SOCIAL STORY: Talking in Class
Sometimes I like to talk in class.
There are times to talk and times to be quiet.
Shaggy and Fred are my favorite people.
Shaggy talks a lot and Fred is quiet.
When I need to be quiet, I will be like Fred.
When my teacher says it is ok I will be like Shaggy and talk.
time to talk
POWER CARDS
time to be quiet
VISUAL SUPPORTS
Dry Erase Boards:
Promethean and Smart Boards
Write out the key words
as you are talking
On the Spot: Project a Word
document or PowerPoint and
type the key words as you are
talking.
Time to Plan: Create simple
visuals that have the key words
and pictures to support the
ideas.
VISUAL SUPPORTS – GOOGLE IMAGES
google.com to type in main idea, then click on Images
Pick the picture that best matches with what you are trying to teach!
VISUAL SUPPORTS – SNIP FEATURE
Use the snip tool to clip the
exact picture you want to paste
it into your documents
Click “new” to
clip the picture
you want to copy
Snip exactly what
you want and paste it
into your document.
INTERACTIVE WEB SITES
starfall.com for reading
xtramath.com for math facts
coolmath-games.com
sumdog.com
khanacademy.com
flashcardmachine.com make own flashcards
n2y.com for math, reading and current events ($)
reading.com ($)
science.com($)
ixl.com for math ($)
VIDEOS FOR TEACHING
CURRICULUM
youtube.com
brainpopjr.com and brainpop.com ($)
unitedstreaming.com
VIDEOS FOR TRANSITIONS OR WARM UP
Just Dance on YouTube
Behavior Site
classdojo.com
TEACHING BEHAVIOR & PROCEDURES
VIDEO MODELING
SELF MONITORING
Tape the whole class* & discuss what they see +/Tape an example and non-example to compare
Have the student and mentor watch the videos to compare
through self monitoring
*taping guidelines
IPAD APPS
Story Time for Kids
Sentence Creator
Dollar Up
Shop N Pay
Sushi Monster
Brainpopjr
Column Subtraction
Greater Than Free
States with Flat Stanley
Bills and Coins
Monkey Math
Jungle Time
TEACHER INPUT AND STUDENT OUTPUT
ACCOMMODATIONS & MODIFICATIONS
student  teacher
We assess their understanding by:
* accommodating or modifying the same work
(reduce # of x choice or rearrange word banks)
* allowing verbal output vs writing
* providing visually different daily work or tests
* eliminate tasks not part of the curriculum
(drawing, coloring, etc)
* do challenging work and tests in special ed room
IMPORTANT INFORMATION
Know the student’s path for graduation vs job skill
training (how much can you modify?)
Accommodations vs Modifications
DEFINITION OF AN ACCOMMODATION
• Supports or services provided to help a student
access the general education curriculum and validly
demonstrate learning.
• These are our students who on the diploma track
and take state tests such as the MEAP.
•They are on target to meet all the requirements of
the curriculum, just in a slightly different manner by
how they are taught or demonstrate learning.
DEFINITION OF A MODIFICATION
Individualized changes made to the content and performance
expectations for students.
You have to make actual changes to the materials passed out
by the general education teachers for a modification to occur.
These are our students who are on the path for job skill
training through the age of 26 and take state tests such as MIAccess. Their target is broader, but still as important to them
being a successful individual.
TECHNOLOGY
Type answers on a computer, mini-lap top, iPad (requires
time to teach that skill)
E-mail the student the worksheet or information so they
can type right on the document and then e-mail it back
to keep them from losing it
Use calendar, notes, timers in the student’s phone to teach
them how to get organized
Allow a calculator for tasks that involve math application
once facts are mastered or if they are ready for harder
math but just cannot memorize the facts.
ONE LAST IDEA TO HELP WITH ALL IDEAS
P2P SUPPORTS
KNOTS - A LINK PROGRAM
All students have access to general education every day.
Staff is trained in how to support with these strategies.
All students know about ASD and mentors sign up to help.
Bullying is down and friendships are increasing.
KNOTS won 2008 MASB and Michigan’s Best awards